Connectivism, a learning theory that emphasises the importance of connections and networks in the learning process, got its big chance to prove itself in the pandemic.
COVID-19, brought connectivism to centre stage.
But has the latest in a line of learning theories delivered the learning breakthrough it was offered up as?
As big fans of using technology as a learning enabler, we were hoping the fusion of technology, learning pedagogy, and learning content would deliver better learning outcomes, democratising education for everyone, even less efficient learners. But in post pandemic fall out, for many students and teachers the experience of the use of technology hasn’t been all that great.
It should be straight forward. Technology should allow us to:
1. Learn from many sources not just one.
You can access not just multiple teachers, but also the best subject matter experts, and of course you can always just ask Google! And there are so many different ways we can now consume content.
2. Learn together or collaboratively.
Whether we’re in the classroom or in multiple locations, technology can help us team up, brainstorm and explore ideas, in real time or asymmetrically.
3. Learn by leveraging technology.
Technology whether video, online learning systems, virtual classrooms or even virtual reality, makes learning easier, reduces cognitive load and can help communicate difficult to teach concepts far more effectively than traditional text books .
And now we throw in artificial intelligence which looks like it’s taking connectivism to heaven or hell depending on your view!
Technology and the multiple ways we can connect digitally, should be making it easier for learners to receive, create, and share in learning. So why hasn’t connectivism as a learning theory worked? Because it’s not a learning theory but an instructional theory? The debate is a significant one in the field of education.
Instructional or learning theory. What’s the big issue?
The case against.
The debate arises when trying to categorise theories like connectivism. Critics, including Bell (2010), have referred to connectivism as an instructional theory, not a learning theory1. They argue that connectivism provides recommendations for how to design learning environments and experiences (which is the focus of instructional theories) rather than explaining how learning occurs (which is the focus of learning theories)1.
The case for.
However, proponents of connectivism argue that it is indeed a learning theory because it offers a new perspective on how learning occurs in the digital age1. They believe that learning happens through networks and connections, which is a different approach compared to traditional learning theories1 such as behaviourism, cognitivism, and constructivism.
Is educational technology at fault or an unperfected solution?
Student attendance in university classes remains a challenge, exacerbated by the shift to virtual learning during the pandemic.
- “Too few” Australians are finishing their university degrees, the lowest since 2014.
- Face-to-face learning is declining by as much as 24% in Australian universities.
- Getting university students to turn up to class is an ongoing challenge.
Have we arrived at a crossroads in the way we learn or teach?
The positives
Educational technology has notably benefited diverse student groups, including those with disabilities, remote learners, and Aboriginal and Torres Strait Islander communities2.
Most Australian educators (43%2) believe that digital technologies have enhanced their teaching and learning activities, and 60%2 feel that it has positively impacted the learning experience for students with disabilities.
The negatives
Despite the increase in the availability of edtech, Australian students’ digital literacy skills have decreased over time3. There are also concerns about the negative effects of screen time on student learning, as well as indirect effects such as impacts on anxiety and social relationships3.
The basis for technology enabled learning is based on today’s students supposedly being “Do it yourself learners” rather than the classroom directed learners many of us were brought up as?
Teaching and learning are complex processes.
This debate reflects the complexity of teaching and learning processes, especially in the context of rapid technological advancements. It also highlights the need for ongoing research and discussion to refine these theories and their applications in real-world educational settings.
Since 2018 Spinifex has pioneered technology enabled learning with evidenced-based results. If you want to find out more call us, we love a good debate.
Learning theories are ideas about how people learn1
They focus on the process of learning and what happens in the learner’s mind during this process. Examples include behaviourism, cognitivism, and constructivism1. Here is a quick explanation of each but remember there have been books and papers and literally thousands of web pages written on these.
Behaviourism emerged in the early 1900s. It is the theory that all behaviours are learned through interaction with your environment1. A dog learns to sit on command when it associates a particular behaviour after receiving a treat.
Cognitivism gained weight in the 1950s with a focus on learning occurred through focuses on the internal processes of learning thinking, memory, and problem-solving. Like solving a puzzle, you use your existing knowledge and problem-solving skills to figure out where each piece goes.2
Constructivism developed as a new learning theory in the 1980s. Learners actively construct their own understanding and knowledge through experiences3. Think a Lego model without instructions. You experiment and learn from trial and error until you build something that makes sense to you3.
Okay, so what about connectivism?
Connectivism is a contemporary learning theory that emerged in response to our digital age. As a learning theory, it can be explained in three aspects.
1. Learn from many sources not just one.
You can learn from more than one teacher, the best of subject matter experts, watching, listening, and engaging with multimedia, asking others and even from Google.
2. Learn together or collaboratively.
You and others can learn together using technology to team up, learn from others, and share your learning either in real time or asymmetrically.
3. Learn by leveraging technology.
It’s a no-brainer, a picture is worth a thousand words in a textbook. Technology whether video, multimedia, simulations, and even virtual reality make learning easier, reduce cognitive load, and communicate difficult to teach concepts far more effectively than the traditional instructional method.
References
1. Connectivism: 21st Century’s new learning theory. European Journal of Open, Distance and e‐Learning – Vol. 16 / No. 2
2. 2021 Census data shows Australia going high tech | Australian Bureau of https://www.abs.gov.au/media-centre/media-releases/2021-census-data-shows-australia-going-high-tech
3. Evaluating the evidence for educational technology – Part 2. https://www.aitsl.edu.au/research/spotlights/evaluating-the-evidence-for-educational-technology-part-2-enabling-learning
